Understanding the impact of motivational orientations on preservice teachers’ perceptions of classroom simulation: a mixed-methods study

We explore how the motivations of preservice teachers (PTs) impact their perceptions of the value of learning about classroom management through a classroom simulation, one that presents challenging classroom situations, prompting PTs to make decisions between alternative actions. Our mixed-method approach involves a sample of 96 PTs in upper secondary school teacher education. The quantitative data analysis reveals positive associations among external motivation, altruistic motivation and ability beliefs in relation to the perceived benefits of the simulation design, but a negative correlation between intrinsic motivation and perceived benefits. Thematic analyses of the qualitative data thus provide insights into these findings. We find that the simulation's implicit suggestion for teacher intervention in learning may conflict with the ideals of progressive pedagogy. Another explanation proposes that PTs with strong intrinsic motivations may be dissatisfied with a simulation lacking contextual depth. These tensions warrant further exploration.